Latino Language Minority Students in Indiana: Trends, Conditions and Challenges - 2008 - A survey of conditions for Spanish-speaking students in Indiana’s schools identifies problems and challenges for improving their learning - inadequate training for teachers, for example, a high teacher-student ratio and a disproportionately high number of special education referrals. A review of Indiana-based research is included which indicates that there are many positive aspects to the learning situations of Spanish-speaking students, but too often these students are segregated for more “effective instruction” or concentration of resources. Segregation contributes to relations with English-speaking peers that are sometimes fraught with misunderstanding and ridicule; teachers and administrators do little to communicate a sense of belonging for all. The “funds of knowledge” approach of Moll, Gonzalez and Amanti is offered as a possible reform to meet the challenges of educating Latino language minority students. (Bradley Levinson, Katie Bucher, Lauren Harvey, Rebecca Martinez, Becky Perez, Russell Skiba, Bryn Harris, Peter Cowan and Choong-Geun Chung, The Center for Evaluation and Education Policy, 2008)...